Grade 1 Q2 fin… · Web viewEnglish Language Arts. 2. nd. Nine Weeks. Grade 1. Recurring...

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts

2nd Nine Weeks Grade 1

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready

Shelby County Schools2015/2016

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● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and


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expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.


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A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.


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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for


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college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:


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(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.


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Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards


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The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language


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Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.


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Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.


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Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

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Curriculum Maps, Grades K-2


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● Begin by examining the text(s) selected for the week and the target Reading Foundational Skills. Read them carefully and become familiar with both the text(s) and the target foundational skills for the week. At this grade band, decoding and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite Shelby County Schools

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specific textual evidence when writing or speaking to support conclusions drawn from the text.○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the learning target statements to help.● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive

general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Remember that at this grade band complex text will


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probably need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills.● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember

to include differentiated activities for small group instruction and literacy stations.

Using the WIDA MPIsShelby County Schools

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WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


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TN DOE Curriculum Standards Learning Outcomes Content & Tasks

Week 1-Lesson 8Reading Selections

“A Musical Day” “Drums”

Big Idea: Music is part of our everyday life.Read for the Record selection—Not Norman: A Goldfish Story


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Reading Foundational SkillsRF.1.1a-Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).RF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.RF.1.2d-Segment spoken single-syllable words into their

Strategies and Skills Identify beginning, middle, and ending sounds Segment sounds orally Match sounds to letters Blend sounds to decode simple CVC words Read aloud Strategies for systematic and explicit phonemic awareness

Print concepts, phonemic awareness, phonics, fluency Print Concepts: Complete Sentences Phonemic Awareness: Segment Phonemes and Middle

Sounds Phonics: Short o; Blends with l Fluency: Phrasing--Natural Pauses


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complete sequence of individual sounds (phonemes).RF.1.3b-Decode regularly spelled one-syllable words.RF.1.4a-Read on-level text with purpose and understanding.

and phonics instruction in Unit 3 of the TNCore Summer Training 2013 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

Phonics activities aligned with whole/small group content: Istation student icon, click on “early reading” and then on “activities” https://secure.istation.com/

Performance Assessments Journeys Progress Monitoring Journeys Grab-and-Go Assessments Teacher-created

Literacy Station Activities


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https://secure.istation.com/

http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx






Learning Targets (I Can…) Identify parts of a sentence (capital letter, period, complete

thought). Read and spell words with short o and blends with l. Read familiar text.

Phonics/word study station: build words, write words, phoneme-grapheme mapping using sounds that have been taught, Journeys flip chart

Fluency station-read words and phrases; read along with a recording

http://www.fcrr.org/curriculum/studentCenterActivities.shtm -phonics and fluency activities


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http://www.fcrr.org/curriculum/studentCenterActivities.shtm





Reading Literature and Informational TextRL.1.6-Identify who is telling the story at various points in a text.RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.RI.1.6-Distinguish between information provided by pictures or other illustrations and information provided by

Strategies and SkillsComprehension Skill Sequence of Events NarratorComprehension Strategy Analyze and Evaluate

Performance Assessments Journeys Progress Monitoring Journeys Grab-and-Go Assessments Journeys Cold Reads Teacher-created


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TN DOE Curriculum Standards Learning Outcomes Content & Tasksthe words in a text.RI.1.7-Use the illustrations and details in a text to describe its key ideas. Learning Targets (I Can…)

Retell a story in the correct sequence. Tell who is telling the story in a text. Use illustrations to help with meaning.

Performance Task - Optional Complete a story map or retell the story using story

sequence cards.

Text-dependent questions: Why does Aunt Viv come? (key details)


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Who is telling the story and how do you know? (author’s craft)

How would you describe Aunt Viv? (inferences) What do the children in “A Musical Day” have in common

with Yolanda Martinez in “Drums?” (intertextual connections)


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Literacy Station Activities Comprehension station: Sequence (story map, story

sequence cards, retelling), Journeys flip chart http://www.fcrr.org/curriculum/studentCenterActivities.shtm

-comprehension activities

Writing/Research Strategies and Skills Routine Writing


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W.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W.1.7-Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).W.1.8-With guidance and support from adults, recall

Write to inform Locate information POW + TIDE graphic organizer (TDOE) Information about Self-Regulated Strategy Development

(SRSD) http://iris.peabody.vanderbilt.edu/module/srs/

Write in response to text (p. T239)

Writing Tasks Prewrite, draft, proof and publish a thank-you note

Writing Resources from TDOE


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information from experiences or gather information from provided sources to answer a question.

Learning Targets (I Can…) Write a thank-you note. Use exact adjectives to make writing clear. Work with friends to find information.

http://www.tncore.org/training/2014summer-training-materials/2014stts-early1-2.aspx

Speaking and ListeningSL.1.1a-Follow agreed-upon rules for discussions (e.g.,

Strategies and Skills Listen politely

Performance Assessments Journeys Progress Monitoring


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listening to others with care, speaking one at a time about the topics and texts under discussion).SL.1.6-Produce complete sentences when appropriate to task and situation.

Stay on topic

Learning Targets (I Can…) Follow rules for classroom discussion. Speak in complete sentences.

Journeys Grab-and-Go Assessments Teacher-created

Opening Routines:Teacher’s Editionpp. T208, T232, T242, T254, T264Guided Retelling: p. T229


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TN DOE Curriculum Standards Learning Outcomes Content & TasksClassroom Conversation: p. T238

LanguageL.1.1a-Print all upper- and lowercase letters.L.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Strategies and Skills Recognize and use complete sentences Recognize and use statements Use context to define words Routine for explicit vocabulary instruction, TNCore K-3

Yearlong Reading Course, Classes 5, 6 & 7, p. 19

Vocabulary Define Words Daily Vocabulary Boost Enrich Vocabulary (p. T250)


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L.1.2a-Capitalize dates and names of people.L.1.2b-Use end punctuation for sentences.

http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction

Learning Targets (I Can…) Print letters correctly. Speak in complete sentences when discussing text. Identify statements.

Vocabulary for Explicit Instruction Today, now, lot, band (instrumental), guitars, drums

Language Arts Statements


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Write statements. Literacy Station Activities Vocabulary station: illustrate words, http://www.fcrr.org/curriculum/studentCenterActivities.shtm

-vocabulary activities

Performance Assessments


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Journeys Progress Monitoring Journeys Grab-and-Go Assessments Teacher-created

Week 2-Lesson 9Reading Selections “Dr. Seuss”


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“Two Poems from Dr. Seuss”Big Idea: Many things cause stories and poems to be funny.

Reading Foundational SkillsRF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.RF.1.2d-Segment spoken single-syllable words into their

Strategies and Skills Identify beginning, middle, and ending sounds Segment sounds Match sounds to letters

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Segment Phonemes and Rhyming

Words Phonics: Short e; Blends with s


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complete sequence of individual sounds (phonemes).RF.1.3b-Decode regularly spelled one-syllable words.RF.1.4a-Read on-level text with purpose and understanding.RF.1.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Blend sounds to decode CVC words Read aloud Strategies for systematic and explicit phonemic awareness


Phonics activities aligned with whole/small group content:

Fluency: Accuracy--Word RecognitionPerformance Assessments Journeys Progress Monitoring Journeys Grab-and-Go Assessments Teacher-created


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TN DOE Curriculum Standards Learning Outcomes Content & TasksIstation student icon, click on “early reading” and then on “activities” https://secure.istation.com/

Learning Targets (I Can…) Read and spell words with short e and blends with s. Read familiar text.

Literacy Station Activities Phonics/word study station: build words, write words,

phoneme-grapheme mapping using sounds that have been taught, Journeys flip chart




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-phonics and fluency activities

Reading Literature and Informational TextRL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.RI.1.7-Use the illustrations and details in a text to describe its key ideas.

Strategies and SkillsComprehension Skill Using illustrationsComprehension Strategy Question



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Learning Targets (I Can…) Read poetry with alliteration. Use illustrations to understand text. Discuss what makes a story or poem funny. Compare and contrast different books about the same subject.

Performance Task - Optional Describe what is happening using the illustrations to

assist.Text-Dependent Questions: What are some things Ted did that showed how he was


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funny? (key details) What does the author mean when she says that The Cat

in the Hat was a “big hit?” (vocabulary) How does a poet’s use of alliteration make the poems fun

to hear and say? (author’s craft and purpose) Do you agree that Dr. Seuss (Ted) was a funny man? Use

evidence from both texts to support your opinion.


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(opinions)

Literacy Station Activities Comprehension Station: Sentence frames to demonstrate

comprehension, draw pictures, Journeys flip chart http://www.fcrr.org/curriculum/studentCenterActivities.shtm


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-comprehension activitiesWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging


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Read

ing

Match words to illustrations from stories or poems that suggest feelings or appeal to the senses with a partner.

Classify illustrated words and phrases that suggest feeling or appeal to the senses from stories and poems with a partner

Determine words and phrases in a basic, illustrated text that suggest feelings with modeled teacher and partner support

Interpret detailed text to identify words and phrases that suggest feelings or appeal to the senses using an anchor char

Draw conclusions from complex text about why specific words and phrases are used to suggest feelings or appeal to the senses including content-specific collocations.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs


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Writing/ResearchW.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Strategies and Skills Write to inform Use descriptive words POW + TIDE graphic organizer (TDOE) Information about SRSD

http://iris.peabody.vanderbilt.edu/module/srs/

Routine Writing Write in response to text (p. T337)

Writing Tasks Ask and answer questions to help write informative

sentences that describe an animal’s size, color, and


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Learning Targets (I Can…) Write a description of an animal.

shape, including a topic sentence, detail sentences, and a closing sentence (2 weeks)

Writing Resources from TDOEhttp://www.tncore.org/training/2014summer-training-materials/2014stts-early1-2.aspx


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Speaking and ListeningSL.1.2-Ask and answer questions about details in a text read aloud, information presented orally, or through other media.SL.1.4-Describe people, places, things, and events with details, express ideas and feelings clearly.

Strategies and Skills Listen Speak clearly

Learning Targets (I Can…)


Opening Routines:Teacher’s Edition


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Ask and answer questions about read aloud. Describe animals in the story.

pp. T306, T330, T340, T352, T362Guided Summary: p. T327Classroom Conversation: p. T336

LanguageL.1.1c-Use singular and plural nouns with matching verbs in sentences (e.g., He hops; We hop).L.1.2d-Use conventional spelling for words with common

Strategies and Skills Identify opposites Differentiate between singular and plural Routine for explicit vocabulary instruction, TNCore K-3

Vocabulary Antonyms Daily Vocabulary Boost Enrich Vocabulary (p. T348)


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spelling patterns and for frequently occurring irregular words.L.1.2e-Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase.

Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction

Learning Targets (I Can…) Use nouns and verbs correctly.

Vocabulary for Explicit Instruction Hit (as in “big hit”), still, number (as in singular or plural),

after, rhymes, sculpture, today

Language Arts Singular and Plural Nouns


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Use what I have learned about sounds to spell unknown words.

Use clues from text to read and understand unknown words.

Literacy Station Activities Vocabulary-sort words by opposites (antonyms); illustrate

vocabulary words http://www.fcrr.org/curriculum/studentCenterActivities.shtm



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Week 3-Lesson 10


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Reading Selections “A Cupcake Party” “Happy Times”

Big Idea: We need to show our friends that we care about them.

Reading Foundational SkillsRF.1.2b-Orally produce single-syllable words by blending

Strategies and Skills Identify beginning, middle, and ending sounds

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Segment Phonemes and Middle


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sounds (phonemes), including consonant blends.RF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).RF.1.3b-Decode regularly spelled one-syllable words.RF.1.4a-Read on-level text with purpose and understanding.

Segment sounds Match sounds to letters Decode simple CVC words Read aloud Strategies for systematic and explicit phonemic awareness

and phonics instruction in Unit 3 of the TNCore Summer Training 2013 http://tncore.org/english_language_arts/instructional_resource

Sound Phonics: Short u; Final Blends Fluency: Stress

Performance Assessments Journeys Progress Monitoring


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TN DOE Curriculum Standards Learning Outcomes Content & Taskss/k-3/summer2013k3.aspx


Learning Targets (I Can…) Read and spell words with short u and final blends.

Journeys Grab-and-Go Assessments Teacher-created


phoneme-grapheme mapping using sounds that have


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Read familiar text. been taught; Journeys flip chart Fluency station-read words and phrases; read along with a

recording http://www.fcrr.org/curriculum/studentCenterActivities.shtm


Reading Literature and Informational TextRL.1.3-Describe characters, settings, and major events in

Strategies and Skills Performance Assessments


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a story, using key details.RL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Comprehension Skill Story StructureComprehension Strategy Visualize


Performance Assessment - OptionalUse story sequence cards to retell the story or complete a story


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Learning Targets (I Can…) Tell about the setting, characters, and events in a story. With guidance and support, clap the rhythm when listening to

or reading a poem.

map.

Text-dependent Questions Why did Fritz decide to have a party? (key details) What does the word “stump” mean on p. 148?

(vocabulary) Would you describe Fritz as a friendly creature? Why or


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why not? (opinion)

Literacy Station Activities Comprehension Station: Sequence (story map, story

sequence cards, retelling, illustrate a story), Journeys flip chart


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http://www.fcrr.org/curriculum/studentCenterActivities.shtm -comprehension activities

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL1.3: Describe characters, settings, and major events in a story, using key details.



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Read

ing

Point to illustrations of the correct character, setting or major events in a familiar text when asked about key details by teacher/partner.

Sort words and phrases to describe characters, settings, and major events in illustrated, familiar texts while working with a partner.

Identify basic sentences from within the text that describe the characters, setting, and major events based on pre-taught vocabulary and figurative language.

Interpret figurative language found within illustrated/ non-illustrated text written in compound sentence structures to summarize a description of characters, settings, and major events with visual support.

Draw conclusions about descriptive key details found within a text written in complex sentence structures to describe characters, settings, and main events.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:


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North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Writing/ResearchW.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Strategies and Skills Write to inform and describe Locate facts Use descriptive words POW + TIDE graphic organizer Information about SRSD


Writing Tasks Prewrite, draft, proof and publish an informative piece,


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Learning Targets (I Can…) Write a description of an animal.

describing an animal (continuation from Week 2)

Writing Resources from TDOE http://www.tncore.org/training/2014summer-training-

materials/2014stts-early1-2.aspx

Speaking and Listening Strategies and Skills Performance Assessments


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SL.1.1a-Follow agreed upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Listen carefully Take turns

Learning Targets (I Can…) Follow classroom rules for discussions.


Opening Routines:Teacher’s Editionpp. T404, T428, T438, T450, T460


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TN DOE Curriculum Standards Learning Outcomes Content & TasksGuided Retelling: p. T425Classroom Conversation: p. T434

LanguageL.1.1h-Use determiners (e.g., articles, demonstratives).L.1.5b-Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Strategies and Skills Recognize determiners Identify words with similar meanings Routine for explicit vocabulary instruction, TNCore K-3


Vocabulary Synonyms Daily Vocabulary Boost Enrich Vocabulary (p. T446)


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TN DOE Curriculum Standards Learning Outcomes Content & Taskshttp://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction

Learning Targets (I Can…) Use a, an and the correctly, when speaking and writing. Tell words that mean the same thing.

Vocabulary for Explicit Instruction Must, list, grand, next, too, last , miss, bake

Language Arts Using a, an, and the


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Literacy Station Activities Vocabulary station: illustrate words, sort words by

synonyms http://www.fcrr.org/curriculum/studentCenterActivities.shtm



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“At Home in the Ocean” “Water”

Big Idea: Many plants and animals live in the ocean.

Reading Foundational SkillsRF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Strategies and Skills Identify beginning, middle, and ending sounds Blend sounds

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Blend and Segment Phonemes Phonics: Digraph th; Base Words with -s, -es, -ed, -ing


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RF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).RF.1.3a-Know the spelling-sound correspondences for common consonant digraphs.RF.1.3f-Read words with inflectional endings.RF.1.4a-Read on-level text with purpose and understanding.

Segment sounds Match the sounds to letters Decode CVC words Read aloud Strategies for teaching base words with inflected endings in

Unit 4 of the TNCore Summer Training 2013 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

endings Fluency: Phrasing--Punctuation

Performance Assessments Journeys Progress Monitoring Journeys Grab-and-Go Assessments


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TN DOE Curriculum Standards Learning Outcomes Content & Tasks Vowel song https://secure.istation.com/ (Student icon, click on

“Early Reading,” then on “songs”)

Learning Targets (I Can…) Read and spell words with digraph th. Read and spell words ending with –s, -es, -ed, and –ing. Read familiar text with proper phrasing.

Teacher-created


phoneme-grapheme mapping using sounds that have been taught; word building using base words and


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inflectional suffixes (-s, -es, -ed, -ing), Journeys flip chart Fluency station-read words and phrases; read along with a

recording http://www.fcrr.org/curriculum/studentCenterActivities.shtm


Reading Literature and Informational TextRI.1.3-Describe the connection between two individuals,

Strategies and Skills Performance Assessments


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events, ideas, or pieces of information in a text.RI.1.8-Identify the reasons an author gives to support points in a text.

Related Science StandardsGLE 0107.5.1 Investigate how plants and animals can be

Comprehension Skill Author’s PurposeComprehension Strategy Analyze/Evaluate



Performance Task - OptionalList three facts about animals that live in the ocean


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TN DOE Curriculum Standards Learning Outcomes Content & Tasksgrouped according to their habitats. Use details from the text to tell why the author wrote the text.

Make connections when I read. Text-Dependent Questions What kinds of animals live in the ocean? (key details) How do the labels on pp. 18-19 help you understand the

text? (author’s craft and purpose) What is something that all of the animals in these two texts

have in common? (intertextual connections)


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Literacy Station Activities Comprehension Station: Author’s purpose (complete

sentence frame to show comprehension, draw a picture), Journeys flip chart



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Connect to Science GLE 0107.5.1 Investigate how plants and animals can be

grouped according to their habitats.Writing/ResearchW.1.2-Write informative/explanatory texts in which they

Strategies and Skills Identify or locate facts



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name a topic, supply some facts about the topic, and provide some sense of closure.W.1.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Write to inform POW + TIDE graphic organizer (TDOE) Information about SRSD


Writing Tasks Use text evidence to write facts about ocean animals Rewrite facts in their own words

Writing Resources from TDOE


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Learning Targets (I Can…) Write facts about animals.


Speaking and ListeningSL.1.1a- Follow agreed upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Strategies and Skills Take turns speaking Stay on topic Describe drawings



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SL.1.5-Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.SL.1.6-Produce complete sentences when appropriate to task and situation.

Learning Targets (I Can…) Follow classroom rules for discussions. Add illustrations to writing so classmates understand my

thoughts, ideas, or feelings. Speak in complete sentences.

Opening Routines:Teacher’s Editionpp. T12, T36, T46, T58, T68Guided Summary: p. T33Classroom Conversation: p. T42


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LanguageL.1.1b-Use common, proper, and possessive nouns.L.1.2a-Capitalize dates and names of people.L.1.5a-Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Strategies and Skills Recognize proper nouns Distinguish between capital and lowercase letters Write capital (uppercase) letters Routine for explicit vocabulary instruction, TNCore K-3

Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-

Vocabulary Classify and Categorize Daily Vocabulary Boost Enrich Vocabulary (p. T54)

Vocabulary for Explicit Instruction


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TN DOE Curriculum Standards Learning Outcomes Content & Tasks3_instruction

Learning Targets (I Can…) Capitalize words that name nouns. Capitalize letter to start sentences. Sort nouns into groups.

Ocean, then, they, far, many, where, sort (as to classify), feet (measurement)

http://www.fcrr.org/curriculum/studentCenterActivities.shtm -vocabulary activities

Language Arts


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Proper Nouns

Literacy Station ActivitiesVocabulary station: sort words by category, illustrate words



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“How Leopard Got His Spots”


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“The Rain Forest”Big Idea: By helping others we can help ourselves.

Reading Foundational SkillsRF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).RF.1.3a-Know the spelling-sound correspondences for

Strategies and Skills Identify beginning, middle, and ending sounds Blend sounds Segment sounds

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Blend and Segment Phonemes,

Substitute Initial Phonemes Phonics: Digraphs ch, tch; Possessive s


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common consonant digraphs.RF.1.3g-Recognize and read grade-appropriate irregularly spelled words.RF.1.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Decode words Read aloud Vowel song https://secure.istation.com/ (Student icon, click on

“Early Reading, “ then on “songs”)


Fluency: Rate



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Read and spell words with digraph ch and tch. Read high frequency words. Read familiar text, smoothly.





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http://www.fcrr.org/curriculum/studentCenterActivities.shtm -phonics and fluency activties

Reading Literature and Informational TextRL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Strategies and SkillsComprehension Skill Sequence of Events Story Lesson



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RI.1.5-Know and use text features to locate facts or information.

Related Science StandardsGLE 0107.5.1 Investigate how plants and animals can be grouped according to their habitats.

Comprehension Strategy Question

Learning Targets (I Can…) Retell a story in the correct sequence. Tell the lesson of the story.

Performance Task - Optional Use story sequence cards to retell the story or complete a

flow chart about the sequence of events.

Text-Dependent Questions


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Use text features to understand what I read. How did Len help Fred? (key details) How does the illustration on p. 61 help you understand the

meaning of the word “splashed” on that page? (vocabulary)

What lesson did Len learn in this story? (inference)



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Comprehension Station: Sequence (story map, story sequence cards, retelling), Journeys flip chart


WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.



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Read

ing

Match words to illustrated key details from familiar texts with partner support.

Identify key details within an illustrated story written in basic sentence structures with a partner.

Sequence key details/events written in simple sentences on sentence strips with peer support.

Organize the events in a story (including the central message and key details as elaboration) from illustrated/non-illustrated texts using graphic organizers in small groups

Evaluate how the key details of a story support the central message in a text written in complex grammar structures using a graphic organizer



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Writing/ResearchW.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W.1.6-With guidance and support from adults, use a

Strategies and Skills Write to inform Identify the parts of a letter POW + TIDE graphic organizer (TDOE) Information about SRSD


Writing Tasks Prewrite, draft, proof and publish a letter to another class


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variety of digital tools to produce and publish writing, including in collaboration with peers.


Learning Targets (I Can…) Write a letter explaining how to dress on a rainy day.

explaining how to dress on a rainy day


Speaking and Listening Strategies and Skills Performance Assessments Shelby County Schools

2015/2016 of 152







SL.1.1c-Ask questions to clear up any confusion about the topics and texts under discussion.SL.1.4-Describe people, places, things, and events with details, express ideas and feelings clearly.

Listen Ask questions Use details to describe

Learning Targets (I Can…) Ask questions to help me understand.




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Tell about details in the story. pp. T110, T136, T146, T158, T168Guided Summary: p. T133Classroom Conversation: p. T142

LanguageL.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Strategies and Skills Differentiate between a statement and a command Recognize homophones Routine for explicit vocabulary instruction, TNCore K-3

Vocabulary Homophones Daily Vocabulary Boost Enrich Vocabulary (p. T154)


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L.1.2e-Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.1.5b-Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).


Learning Targets (I Can…) Write command sentences.

Vocabulary for Explicit Instruction Once upon a time, catch, tricked, stuck, such, glad, own,

got set

Language Arts


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Give example of command sentence during classroom conversations.

Sort homophones by meaning.

Commands

Literacy Station Activities Vocabulary station: illustrate words http://www.fcrr.org/curriculum/studentCenterActivities.shtm



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Week 6


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Reading SelectionsTNCore: “Veterans Day” Reading Unit or TNCore: “Proud to Be Americans” Reading UnitBig Idea: Being an American is special.

Reading Foundational SkillsRF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Strategies and Skills Identify beginning, middle, and ending sounds Blend sounds

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Blend and Segment Phonemes Phonics: Review all short vowels, blends and digraphs


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RF.1.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Segment sounds Decode words Read aloud Strategies for systematic and explicit phonemic awareness


Fluency: Rate

Performance Assessments Teacher-created



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TN DOE Curriculum Standards Learning Outcomes Content & Tasks Digraph song https://secure.istation.com/ (student icon; Early

Reading-songs)Learning Targets (I Can…) Read and spell words with short vowels, blends, and digraphs. Read high frequency words. Read familiar text, correctly.

Phonics/word study station: build words, write words, phoneme-grapheme mapping using sounds that have been taught




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Reading Literature and Informational TextRI.1.2-Identify the main topic and retell key details of a text.RI.1.4-Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.Related Social Studies Standards

Strategies and SkillsComprehension Skill Main Idea and Details

Comprehension Strategy Question


See selected TNCore unit for text-dependent questions and performance assessments. http://tncore.org/english_language_arts/instructional_resources.


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http://tncore.org/english_language_arts/instructional_resources.aspx




TN DOE Curriculum Standards Learning Outcomes Content & TasksProud to Be Americans Unit 1.26-Explain the importance of patriotic traditions,

including the recitation of the Pledge of Allegiance, appropriate behavior during the playing of our National Anthem, and demonstrate appropriate flag etiquette.

Veterans’ Day Unit

Learning Targets (I Can…) Tell what a reading selection is mostly about. Ask questions to better understand what I read.

aspx (username: tneducation; password: fastestimproving)

Literacy Station Activities Comprehension Station: graphic organizers, draw pictures,

retell selections


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1.39 Use informational text to help describe the importance of celebrating these national holidays: Veterans Day.

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI 1.2: Identify the main topic and retell key details of a text.



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Read

ing

Sequence a series of pictures to retell key details of informational text with a partner.

Locate key details within illustrated informational text with a partner.

Sequence key details written in simple sentences on sentence strips with a peer.

Organize main topics and key details from informational text in a graphic organizer with a small group.

Draw conclusions about key details written in complex language using a graphic organizer.



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Writing/ResearchW.1.7-Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instruction).

Strategies and Skills Write to inform Gather information Work with others POW + TIDE graphic organizer (TDOE) Information about SRSD


Routine Writing Write in response to textWriting Tasks Complete the shared writing task included in the selected

TNCore Reading Unit


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Learning Targets (I Can…) Write in response to a prompt.


Speaking and ListeningSL.1.1a-Follow agreed upon rules for discussions (e.g., listening to others with care, speaking one at a time about

Strategies and Skills Listen carefully Take turns speaking



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the topics and texts under discussion). Stay on topic

Learning Targets (I Can…) Follow rules for classroom discussions

LanguageL.1.1j-Produce and expand complete simple and

Strategies and Skills Routine for explicit vocabulary instruction, TNCore K-3

Vocabulary Holiday Vocabulary


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compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.


Learning Targets (I Can…) Write complete sentences.

Vocabulary for Explicit Instruction See selected TNCore unit

Language Arts Review Complete Sentences


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Literacy Station Activities Vocabulary station: illustrate words, sort holiday words http://www.fcrr.org/curriculum/studentCenterActivities.shtm



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Week 7-Lesson 13Reading Selections “Seasons” “Four Seasons for Animals”


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Big Idea: Seasons bring changes.

Reading Foundational SkillsRF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.RF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Strategies and Skills Identify beginning, middle, and ending sounds Blend and segment sounds Substitute one sound for another Match sounds to letters

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Blend and Segment Phonemes

and Substitute Initial Phonemes Phonics: Digraphs sh, wh, ph; Contractions with ‘s and n’t Fluency: Accuracy--Word Recognition


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RF.1.3a-Know the spelling-sound correspondences for common consonant digraphs.RF.1.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Decode words Read smoothly and at an appropriate rate Strategies for systematic and explicit phonemic awareness


Phonics activities aligned with whole/small group content:



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TN DOE Curriculum Standards Learning Outcomes Content & TasksIstation student icon, click on “early reading” and then on “activities” https://secure.istation.com/

Learning Targets (I Can…) Read and spell words with digraph sh, wh and ph. Read high frequency words. Read familiar text, smoothly.


phoneme-grapheme mapping using sounds that have been taught, combine words to make contractions, Journeys flip chart



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Reading Literature and Informational TextRI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.4-Ask and answer questions to determine or clarify

Strategies and SkillsComprehension Skill Cause and EffectComprehension Strategy



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the meaning of words and phrases in a text.

Related Science StandardsGLE 0107.8.1 Gather and interpret daily weather data.

Visualize

Learning Targets (I Can…) Tell what happens and why. Make connections when reading.

Performance Task - Optional Make a chart that compares the two texts (p. T267)

Text-Dependent Questions What two similar events mark the beginning and end of


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summer? (key details) What does the word “gust” mean on p. 91? (vocabulary) What caused the grass to get wet on p. 85? (inference)



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retell selection, Journeys flip chart http://www.fcrr.org/curriculum/studentCenterActivities.shtm

-comprehension activitiesWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI 1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.



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Read

ing

Match pictures of main events to words from familiar informational text with the support of a teacher/partner.

Sequence simple sentences representing main events in familiar informational text while working with a partner.

Identify the cause/effect of a teacher-identified main event in informational text written in simple and compound sentence structures while working with a partner.

Discover one main event and its cause/ effect in informational text written in compound sentence structures while working with a partner.

Distinguish multiple main events and causes/effects in informational texts written in compound and complex sentence structures while working with a partner.



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Writing/ResearchW.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W.1.8-With guidance and support from adults, recall

Strategies and Skills Write to inform Identify facts POW + TIDE graphic organizer Information about SRSD


Writing Tasks Use text evidence to write facts about one of the four


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information from experiences or gather information from provided sources to answer a question.


Learning Targets (I Can…) Write facts about one of the four seasons.

seasons Rewrite facts in their own words



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Speaking and ListeningSL.1.1a-Follow agreed upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).SL.1.3-Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Strategies and Skills Listen carefully Ask and answer questions Take turnsLearning Targets (I Can…)




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Follow classroom rules for discussions. Ask and answer questions during classroom discussions.

pp. T210, T236, T246, T258, T272Guided Summary: p. T233Classroom Conversation: p. T242

LanguageL.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Strategies and Skills Recognize when subjects and verbs agree Recognize how the meanings of words change when

inflectional endings are added

Vocabulary Words ending in -ed, -ing, -s Daily Vocabulary Boost Enrich Vocabulary (p. T 254)


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L.1.4c-Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Routine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction


Vocabulary for Explicit Instruction Spring (season), fresh, hatch, must, next (beside), fall

(season), soon, store (verb)

Language Arts


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Speak in complete sentences during classroom discussions. Identify root words with different endings.

Subject and Verbs

Literacy Station Activities Vocabulary station: illustrate words, build words with

inflectional endings http://www.fcrr.org/curriculum/studentCenterActivities.shtm


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“The Big Race” “Rules and Laws”

Big Idea: It is important to have rules.


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Reading Foundational SkillsRF.1.2a-Distinguish long from short vowel sounds in spoken single-syllable words.RF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).RF.1.3c-Know final –e and common vowel team conventions for representing long vowel sounds.

Strategies and Skills Identify the beginning, middle, and ending sounds in spoken

words Substitute one medial sound for another Match sounds to letters Decode words Read aloud

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Identify Middle Sounds and

Substitute Medial Sounds Phonics: Long a (CVCe); Soft c, g, dge Fluency: Expression


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RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Strategies for silent e in Unit 4 of the TNCore Summer Training 2013 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx





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Learning Targets (I Can…) Read and spell words with long a, silent e. Read and spell words with soft c, g, and dge. Read text with expression.

Phonics/word study station: build words, write words, phoneme-grapheme mapping using sounds that have been taught, Journeys flip chart




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Reading Literature and Informational TextRL.1.5-Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.RI.1.5-Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Strategies and SkillsComprehension Skill Conclusions Cause and EffectComprehension Strategy Infer/Predict


Performance Task - Optional


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Related Social Studies Standards1.28 Give examples of a rule and a law through the use of drawings, discussions, or writings.

Learning Targets (I Can…) Use evidence from text to tell if a story is real or make believe. Use captions and colored type to understand what they author

is trying to say.

Write a sentence telling which text is real and which is not real and say how you know this.

Text-dependent Questions Why doesn’t Cottontail win the race? (key details) Why did the author use blue type on page 149? (craft and


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structure) What kind of friend is Red Lizard? (inference) Why are rules important? (intertextual connections,

opinion)



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retell story; Journeys flip chart http://www.fcrr.org/curriculum/studentCenterActivities.shtm

- comprehension activities WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI 1.5: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text



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Read

ing

Match pictures of appropriate text features to words/phrases using an illustrated model..

Match phrases and short sentences to appropriate icons and headings within informational text with partner assistance.

Categorize basic and compound written sentences with the appropriate heading or icon found within informational text with partner support.

Associate key facts from informational text to appropriate icons, subheadings, or other text features with small group support.

Associate key facts from informational text to appropriate icons, subheadings, or other text features with small group support.



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Writing/ResearchW.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W.1.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Strategies and Skills Write to inform Locate facts and information POW + TIDE graphic organizer (TDOE) Information about SRSD



Writing Tasks Research: Write an informational paragraph about an

animal with a topic sentence, three details, and a


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Learning Targets (I Can…) Write a paragraph about an animal.

conclusion. (Teacher’s Edition pp. xxvi-xxvii) (2 Weeks)




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SL.1.2-Ask and answer questions about key details in a text read aloud or information presented orally or through other media.SL1.4-Describe people, places, things, and events with details, express ideas and feelings clearly.

Listen carefully Speak clearly

Learning Targets (I Can…) Ask and answer questions from teacher and classmates. Use descriptive words when speaking.




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TN DOE Curriculum Standards Learning Outcomes Content & TasksGuided Retelling: p. T425Classroom Conversation: p. T434

LanguageL.1.1e-Use verbs to convey sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).L.1.5d-Distinguish shades of meaning among verbs

Strategies and Skills Identify verb tenses Recognize when two words mean almost the same thing Routine for explicit vocabulary instruction, TNCore K-3


Vocabulary Shades of Meaning Daily Vocabulary Boost Enrich Vocabulary (p. T460)


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differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.


Learning Targets (I Can…) Use verbs in the correct tense. Act out different meanings of verbs.

Vocabulary for Explicit Instruction Lane, race, rules, into, trips (falls)

Language Arts Verbs and time


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Literacy Station Activities Vocabulary station: illustrate words, build words http://www.fcrr.org/curriculum/studentCenterActivities.shtm




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“Animal Groups”


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“Animal Picnic”Big Idea: Birds are different from mammals.

Reading Foundational SkillsRF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.RF.1.3a-Know the spelling-sound correspondences for

Strategies and Skills Listen for medial sounds Substitute one medial sound for another Match sounds to letters

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Identify and Substitute Middle

Sounds Phonics: Long i (CVCe); Digraphs kn, wr, gn, mb


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common consonant digraphs.RF.1.3c-Know final –e and vowel team conventions for representing long vowel sounds.RF.1.4c-Use context to confirm or self-select word recognition and understanding.

Decode words Check for understanding when reading Strategies for silent e in Unit 4 of the TNCore Summer

Training 2013 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

Phonics activities aligned with whole/small group content: Istation student icon, click on “early reading” and then on

Fluency: Intonation



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TN DOE Curriculum Standards Learning Outcomes Content & Tasks“activities” https://secure.istation.com/

Learning Targets (I Can…) Read and spell words with long i, silent e. Read and spell words with kn, wr, gn, and mb. Use clues from the story to help me understand words.





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Reading Literature and Informational TextRL1.5-Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Strategies and SkillsComprehension Skill Compare and Contrast Text and graphic features



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TN DOE Curriculum Standards Learning Outcomes Content & TasksRI.1.5-Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Related Science StandardsGLE 0107.2.1 Distinguish between living and non-living things in an environment.

√ 0107.2.3 Sort and classify a variety of living

Comprehension Strategy Monitor/Clarify

Learning Targets (I Can…) Use labels and headings to help me understand what I read. Tell how books about the same subject are alike and different.

Performance Task - Optional Make a chart to compare information learned about

animals from this week’s two texts. (Compare texts, p. T469)

Text-dependent Questions


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TN DOE Curriculum Standards Learning Outcomes Content & Tasksand non-living materials based on their characteristics.

Why can’t snakes walk? (key details) How does the picture on p. 172 help you understand the

meaning of the word “hatch?” (vocabulary) How do the labels on p. 171 help with meaning? (craft and

structure) What are some ways in which one fish might be different

from another fish? (inference)


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retell story, Journeys flip chart http://www.fcrr.org/curriculum/studentCenterActivities.shtm

-comprehension activities


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Writing/ResearchW.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W.1.6- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Strategies and Skills Write to inform Locate details Write an ending POW + TIDE graphic organizer (TDOE) Information about SRSD



Writing Tasks Write an informational paragraph about an animal with a

topic sentence, three details, and a conclusion (Teacher’s


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W.1.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Learning Targets (I Can…) Write a paragraph about an animal.

Edition pp. xxvi-xxvii) (Continuation from Week 8)




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SL.1.2- Ask and answer questions about key details in a text read aloud or information presented orally or through other media.SL.1.6-Produce complete sentences when appropriate to task and situation.

Listen carefully Speak clearlyLearning Targets (I Can…) Ask questions to help me understand a topic. Speak in complete sentences.




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TN DOE Curriculum Standards Learning Outcomes Content & TasksGuided Summary: p. T439Classroom Conversation: p. T448

LanguageL.1.1e- Use verbs to convey sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).L1.4b-Use frequently occurring affixes as a clue to the

Strategies and Skills Recognize suffixes Recognize forms of the verb “to be” Routine for explicit vocabulary instruction, TNCore K-3


Vocabulary Suffixes -er, -est Daily Vocabulary Boost Enrich Vocabulary (p. T460)


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meaning of a word. http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction

Learning Targets (I Can…) Use base words, -er, and -est to help with word meaning. Use verbs in the correct tense.

Vocabulary for Explicit Instruction Same, both, or, but, too, play (genre)

Language Arts The verb be


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Literacy Station Activities Vocabulary station: illustrate words, build words http://www.fcrr.org/curriculum/studentCenterActivities.shtm




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